Creativity Research Journal (Creativ Res J)

Publisher: Taylor & Francis (Routledge)

Journal description

This well-established journal publishes high quality, scholarly research capturing the full range of approaches to the study of creativity--behavioral, clinical, cognitive, cross-cultural, developmental, educational, genetic, organizational, psychoanalytic, psychometric, and social. Interdisciplinary research is also published, as is research within specific domains such as art and science, as well as on critical issues such as aesthetics, genius, imagery, imagination, incubation, insight, intuition, metaphor, play, and problem finding and solving. Integrative literature reviews and theoretical pieces that appreciate empirical work are welcome, but purely speculative articles will not be published.

Current impact factor: 0.75

Impact Factor Rankings

Additional details

5-year impact 1.49
Cited half-life 9.00
Immediacy index 0.15
Eigenfactor 0.00
Article influence 0.45
Website Creativity Research Journal website
Other titles Creativity research journal (Online)
ISSN 1532-6934
OCLC 45662711
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: The aim of this study was to examine the associations of control and vividness of mental imagery on performance in several components of in-depth drawing in a sample of fine arts undergraduates. The sample consisted of 56 second-year undergraduates (44 women and 12 men, mean age¼21.18 years) from the Fine Arts Faculty of Vigo University, Pontevedra, Spain. Participants were required to undertake a plastic art assignment focusing on the pictorial representation of space. Participants scoring high on the image control test obtained higher scores on the spatial analysis and in the formal construction of a work than participants with poor image control. Further research involving spatial image performance tests and mental image rotation tests is proposed.
    Creativity Research Journal 05/2014; 26(2):244-247. DOI:10.1080/10400419.2014.901097
  • [Show abstract] [Hide abstract]
    ABSTRACT: On the basis of contradictory findings regarding the factor structure of the Torrance Tests of Creative Thinking (TTCT) Figural scale, the objective of this study was to compare, through a confirmatory factor analysis (CFA), four theoretical models that explain the operationalized creativity construct with the TTCT. We evaluated a sample of 577 Spanish-speaking school children of both genders, aged 9 to 14 years. The CFA of most satisfactory fit identified two correlated factors: (a)innovative and (b) adaptive.Besides, multigroup CFA revealed that the 2-factor solution was invariant (configural,metric, and structural) across gender. Finally, MANOVAs were conducted to analyze the differences in each factor and subscale according to gender, revealing significant group differences. The methodological and educational implications of the results are discussed.
    Creativity Research Journal 01/2014; 26(1):72-81. DOI:10.1080/1040419.2013.843908
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study aimed to develop and validate an instrument, the Early Childhood Creative Pedagogy Questionnaire (ECCPQ), which can be used to understand preschool teachers' beliefs about creative pedagogy as a means of fostering creativity. Items were initially constructed from a review of the literature and interviews with 27 preschool teachers in Hong Kong regarding their beliefs about creative pedagogy. A sample of 564 Hong Kong preschool teachers completed the initial survey. Exploratory, followed by confirmatory, factor analysis resulted in a 22-item, 4-factor scale reflecting self-initiated pursuits, interpersonal exchanges, possibility thinking, and teacher-oriented pursuits. Although the first 3 domains align relatively well with the Western literature, the teacher-oriented pursuit factor seemed to be related to the Hong Kong educational context. These preliminary results suggest that the ECCPQ can be used for revealing Hong Kong preschool teachers' beliefs about creative pedagogy, and they provide a general framework for further research on the important aspects of fostering creativity in preschool classrooms. The findings also have implications for early childhood teacher education programs and professional development in Hong Kong.
    Creativity Research Journal 07/2013; 25(4). DOI:10.1080/10400419.2013.843334